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初中生自我肯定对学业拖延的影响：学业自我效能感的中介作用
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Abstract:
为了探究初中生自我肯定、学业自我效能感和学业拖延的关系，采用中学生学业拖延量表、学业自我效能感量表和GHQ-自我肯定量表对河南省471名初中生进行调查。研究结果发现：1) 自我肯定与学业自我效能感呈显著正相关，自我肯定、学业自我效能感与学业拖延呈显著负相关；2) 在自我肯定与学业拖延之间，学业自我效能感具有显著部分中介作用。结论：自我肯定不仅能够直接预测学业拖延，还可以通过学业自我效能感对学业拖延产生间接影响。
In order to explore the relationship between self-affirmation, academic self-efficacy and academic procrastination of junior high school students, 471 junior high school students in Henan province were investigated by using academic procrastination scale, academic self-efficacy scale and GHQ- self-affirmation scale. The results showed that: 1) there was a significant positive correlation between self-affirmation and academic self-efficacy, while there was a significant negative correlation between self-affirmation, academic self-efficacy and academic procrastination. 2) between self-affirmation and academic procrastination, academic self-efficacy plays a significant mediating role. Conclusion: Self-affirmation can not only directly predict academic procrastination, but also indirectly affect academic procrastination through academic self-efficacy.
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